Skills Insights Report - ApprenticeshipsNI in vehicle maintenance and repair

September 2026

Introduction

The Education and Training Inspectorate (ETI) is committed to being the voice for equity and excellence for all learners by identifying and reporting on impactful practice and empowering improvement through enhanced professional dialogue with leaders and staff.

This Skills Insights Report draws together the findings for the professional and technical area of vehicle maintenance and repair from inspections completed over the last two years, 2024/25 to 2025/26, supplemented with specialist visits to one training organisation and two further education colleges.

The key findings and challenges for going forward, along with examples of highly effective practice in this report, are intended to empower continued improvement in the education and skills provision for vehicle maintenance and repair, particularly through the ApprenticeshipsNI programme, which in turn will improve skills and productivity in this important sector of the Northern Ireland economy.

Background information

Policy context

The ApprenticeshipsNI programme is strategically important in supporting the Department for the Economy (DfE) to realise the Economy Minister’s economic vision to create more good jobs, raise productivity, promote regional balance and reduce carbon emissions.

DfE’s strategy for apprenticeships, Securing our Success: The Northern Ireland Strategy on Apprenticeship (2014), highlights the importance of skills training to raise productivity, increase social inclusion, and help Northern Ireland to compete in the global marketplace. The strategy sets out key strategic themes to develop an employment and learning system that is adaptive to the needs of employers, including, increasing participation of employers and apprentices; building engagement and partnerships with key stakeholders to support successful apprenticeship systems; and maintaining a focus on the delivery of high-quality apprenticeships.

In addition, DfE’s current three-year Apprenticeship Action Plan, August 2025, aims to build on this established and well-regarded apprenticeship system.  The plan includes three key themes to help more people to access high-quality apprenticeships, namely: Improve, Grow and Include.

Training provision

According to data provided by the department in April 2026, there were at that time 1,125 apprentices registered on vehicle maintenance and repair pathways, of which the majority (59%) are on the light vehicle pathway and a minority (22%) on the heavy vehicle pathway. The remaining pathways include body repair (6%), and small numbers on each of: auto electrics; body finishing/refinishing; fast fit; and mechanical, electrical and trim (MET).

ApprenticshipsNI training for professional and technical area is provided by eleven training providers across Northern Ireland: the six further education colleges and five private training provider organisations, as listed in Appendix 1.  Across the provision, the majority (58%) of apprentices are enrolled on Level 3 (including Level 3 with Level 2 en route), and 42% are enrolled on Level 2.

Recruitment to the vehicle maintenance and repair apprenticeships programmes is mostly by direct entry at Level 2 or to the Level 3 pathway with Level 2 en route.  The Level 2 traineeships offered by the further education colleges also provide a progression route to apprenticeships, however in the organisations visited only a minority of apprentices have joined the programme via this route.  In one of the training providers visited, it is of note that almost all (93%) of the current apprentices have progressed from the Skills for Life and Work Programme. In the colleges, the Level 2 apprenticeship cohorts may be combined with Level 2 traineeship learners to make the class sizes viable, and to provide the opportunity for seamless in-course transfer between the programmes.  However, only a small number of learners transfer early during their traineeship programme to the ApprenticeshipNI programme.

The most recent DfE ApprenticeshipsNI Statistical Bulletin (September 2026) indicates that recruitment overall to ApprenticeshipsNI has increased by 64% (7,309 from 4,451) over the period 2019/20 to 2024/25, with a total of 7,309 starts in 2024/25.  This is a slight decrease from 2023/24 of 3% (7,521 to 7,309).  In April 2026, there were 1,153 apprentices registered on automotive related frameworks (43% (498) at Level 2, 57% (655) at Level 3 including 28% (320) at Level 2/3).  This accounts for almost 10% of the total number of apprentices.

According to the same data, the gender balance across the vehicle maintenance and repair apprenticeships was 4% female as compared with 28% across apprenticeships in general.  In some of the providers visited, purposeful steps have been taken to address this gender imbalance within a traditionally male-dominated sector, including highlighting the achievements of the female apprentices as positive role models to encourage greater female participation.

Skills landscape

According to the latest recruitment research by the Institute of the Motor Industry (IMI), Automotive Labour Market Briefing, March 2026, vacancy levels in the motor vehicle industry have eased slightly in 2026, but recruitment pressures remain significant, particularly for specialist technical roles.  The vacancy rate in this sector currently stands at 2.7% (above the UK average of 2.3%), with around 16,000 positions still unfilled across the automotive sector.  Persistent shortages, especially of experienced, workshop-ready technicians, continue to constrain workshop capacity.  Demand remains heavily concentrated in technical occupations, most notably vehicle technicians (Level 3), which account for approximately 24% of job postings and shows little sign of decline.

According to a news report by Automotive Manufacturing Solutions (AMS), February 2026, employers report ongoing difficulties recruiting candidates with strong diagnostic skills and practical experience.  The drive towards zero carbon is leading to an increased demand for advanced technical skills and knowledge including in vehicle electrification, advanced driver assistance systems and artificial intelligence applications.

Recent research, The Apprenticeship Mindshift, February 2026, commissioned by the IMI suggests that among parents of children aged 14 to 17 in the UK who are open to apprenticeships, fewer than half (41%) would consider an automotive pathway for their child.  This reluctance is not due to opposition to apprenticeships themselves, but to perceptions specific to the sector, particularly around workplace culture (23%), long-term sustainability (18%), and suitability as a professional career (66%).  For many, automotive careers are not actively rejected so much as passively overlooked, falling outside the “mental shortlist” of options they would encourage.  For the IMI, this signals a significant challenge at a time when the sector is experiencing rapid technological change and rising demand for skilled, professional roles.

Views of learners, staff and stakeholders

During ETI’s specialist visits, inspectors met and spoke with a sample of automotive vehicle maintenance and repair apprentices in focus groups.

The apprentices spoke of being supported well by their tutors and training mentors through regular feedback and workplace assessments.  They describe notable personal development during their apprenticeship, including increased confidence in applying their skills in both training workshop and workplace settings, independence, problem-solving ability and communication skills.  They spoke of the good balance between theory and practical learning delivered by skilled and experienced tutors.  Most of the Level 2 apprentices intend to progress to Level 3 and beyond, although their awareness of longer-term progression opportunities is limited.

The training staff spoke of the strong support they receive for continuing professional development including industry placements and specialist training, which directly informs teaching and training practice.  They describe a positive culture of open communication, active involvement in self-evaluation processes, and shared responsibility for improvement.  However, in some of the training providers, staff identify a need to strengthen employer engagement, particularly by formalising roles, responsibilities, and expectations to better align workplace training with directed training provision.  They also highlight the importance of improving employers’ understanding of skills progression from Level 2 to Level 3 and ensuring apprentices gain appropriate workplace experiences, including exposure to advanced diagnostic work with the support of master technicians.  This key area for development should be included more explicitly in organisations’ quality improvement plans to ensure that curriculum planning continues to be aligned to employers’ emerging needs.

The employers who met with inspectors also expressed a positive view overall, recognising apprenticeships as a valuable long-term investment in their workforce.  Some of the smaller employer organisations face challenges in providing sufficient trainer/mentors due to difficulties retaining experienced staff, which can also limit growth in the recruitment of apprentices.  The employers spoke of the strong, effective working relationships with the training providers including good communication and support for tracking of the progress of the apprentices.  A small number of employers said they would welcome greater visibility of the curriculum content delivered by the training providers.

Discussions were also held with the IMI and the Northern Ireland sectoral partnership for vehicle maintenance and repair. Both organisations work collaboratively to support the development of qualifications to meet the current and future needs of the motor vehicle industry in Northern Ireland.  The IMI stated that they would like to have more involvement in the review of the ApprenticeshipsNI frameworks to ensure that they are meeting well enough the needs of the apprentices and their employers.

The evidence base

The evidence for this report has been drawn from three organisation inspections visits in which the provision of vehicle maintenance and repair apprenticeships was included, and from specialist visits to two further education colleges and one private training provider organisation. During the visits and inspections, inspectors spoke with 104 apprentices in focus groups, met with 37 employer representatives and observed 26 directed training sessions.

Key findings

Curriculum and qualifications

The broad range of specialist vehicle maintenance and repair apprenticeship qualification pathways available ensures that apprentices are provided with a curriculum offer that aligns well with current employer needs in the automotive sector.  Almost all of the training providers offer at least two pathways from light vehicle, heavy vehicle and body repair and one of the training organisations visited offers all three.  The geographical spread of the current apprenticeship provision for vehicle repair and maintenance is mostly meeting the needs of employers across Northern Ireland. To address the perceived need for more apprenticeship provision in the north-east region, Northern Regional College is planning to expand its offer in this professional and technical area, including apprenticeships.

The design of the vehicle maintenance and repair apprenticeship programmes provide a well-balanced blend of practical, hands-on training with underpinning theoretical knowledge, ensuring apprentices develop both knowledge and skills competences for their occupational area.  In most of the training providers, through close collaboration with employers, learning is carefully tailored to meet workplace requirements, ensuring that the skills being developed are relevant, current, and directly transferable to work roles.

Enrichment opportunities including training on electric and hybrid vehicles, advanced driver assistance systems, and the use of chassis repair benches for collision repair, broaden the apprentices’ learning experiences, supporting personal development and enhancing their ability to contribute more positively to the workplace.  High‑quality coaching and mentoring in the workplace reinforce the learning and assessment of competence, supporting apprentices to refine their skills in real-world contexts.

Access to modern, industry-standard facilities including a wide range of vehicles and fault-finding simulators, ensures that the directed training provided reflects current technologies and practices.  Tutors bring extensive vocational expertise and engage in continuous professional development to maintain up-to-date knowledge of industry trends.  The training programmes also provide opportunities for the development of transversal skills, such as communication, teamwork, problem-solving and adaptability, which are essential for employment in a vehicle repair workshop and future promotion opportunities.

Strong partnerships with employers, both main dealerships and independent garages, underpin the apprentice training programmes, ensuring continuous alignment with labour market demands and supporting the apprentices to become skilled, work-ready professionals.  In the most effective practice, regular engagement by the training staff with the employers enables them stay informed about sector developments while strengthening the training organisation’s ability to deliver a responsive, relevant, and up-to-date apprenticeship provision.  For example, in one of the colleges, a longstanding collaboration with Translink has resulted in a steady support for skills development in bus and rail maintenance and repair.  The programme is designed to provide a rich and varied learning experience that equips apprentices with the knowledge, skills, and behaviours required to succeed in the workplace.

Learning and development

Apprentices benefit from a wide range of well-considered learning experiences that support effectively the development of relevant occupational skills and knowledge.  The curriculum and associated training programmes at both Level 2 and Level 3 is structured to include a variety of teaching and learning approaches, such as practical demonstrations, work on training vehicles and simulators, classroom-based theory, and work-based learning in a commercial setting, ensuring apprentices can apply knowledge and skills in meaningful contexts.  Learning activities are carefully sequenced to build competence over time, enabling the apprentices to develop confidence and proficiency as they progress from Level 2 to Level 3.  Level 3 is aligned to the industry’s recognised technician and master technician status, where apprentices can work independently to diagnose and rectify complex faults.

Enrichment activities, including guest speakers, industry visits, and additional qualifications where appropriate, including electric vehicle safety and f-gas handing, broaden apprentices’ perspectives and deepen their understanding of the sector.  Regular assessment and feedback help apprentices to reflect on their progress and continuously improve.

In almost all of the directed training observed, the learning experiences incorporate modern concepts and up-to-date industry practices, ensuring apprentices are familiar with current technologies and approaches used in the vehicle repair workplace.  This enables them to apply and consolidate their learning in real working environments, where they confidently undertake tasks such as dealing with customers, diagnosing faults, and resolving issues whilst working to tight timeframes.  As a result, apprentices are well prepared to contribute productively and professionally within their chosen sector.

In almost all of the training providers, apprentices are encouraged to prepare for and compete in the national and international heats for the WorldSkills competitions with staff investing significant time and resources in preparing the apprentices to compete. Participation in these competitions creates a positive impact on the apprentices by enhancing both their technical abilities and personal development.  Through bespoke training to international industry standards, apprentices improve significantly their practical skills, problem‑solving abilities, and overall employability.  At the same time, the competitive environment builds confidence, resilience, and the ability to perform under pressure.  Participation in these competitions supports training organisations to build their own capacity for high‑standard skills training, improving in turn the standards of work achieved by apprentices more generally.

Achievement and progression

Apprentices report that their training is highly relevant to the vehicle maintenance and repair industry and feel confident applying their knowledge in both workshop and workplace settings.  In the training organisations visited, there is an expectation that all apprentices will progress from Level 2 to Level 3 and the majority (76%) of them do so, with many aspiring to continue to higher levels and ultimately establish their own businesses.  In most of the provision, alternative pathways at Level 2 are available including vehicle parts and fast fit (tyre and exhaust fitting) for those apprentices unable to progress to Level 3.

The apprentices achieve very good standards of occupational skills that are matched well to contemporary industry requirements.  In the body repair settings, for example, they demonstrate strong practical competence, with a clear emphasis on working safely and adhering to current health and safety regulations, whilst achieving high standards of body repair finishes.  They also develop a well-rounded understanding of their industry, including insurance industry expectations, professional standards and best practices.

Using the data supplied by a sample of organisations for the periods 2022/23 and 2023/24, most (80%) of the Level 2 apprentices who left achieved fully their apprenticeship framework qualifications and most of them (90%) progressed to employment and/or Level 3.  Over the same period, most (82%) of the Level 3 apprentices who left achieved a full apprenticeship qualification, with almost all (96%) of them sustaining employment.  However, only a small number of the apprentices progressed beyond Level 3 to higher-level education programmes.

There is currently no Higher Level Apprenticeship (HLA) provision available for progression in the automotive sector and a limited awareness amongst most apprentices of progression routes beyond Level 3.  A Level 4 diploma in vehicle maintenance and repair or Level 4 certificate in advanced automotive studies is available as a progression route from a significant minority of the training providers and is delivered part-time, based on demand. The training providers are, however, working collaboratively through the sector skills partnership to address the need for an HLA and a pilot programme will be available for delivery in one of the colleges from September 2026.

Going forward

The vehicle maintenance and repair apprenticeship provision incorporates a well‑aligned, industry-relevant curriculum, with strong and effective directed training practice by well-motivated staff using high-quality teaching and training facilities. Through strong employer partnerships the apprentices are supported well to develop the skills, knowledge and behaviours needed for successful careers.

Apprentices in this professional and technical area achieve above average outcomes (Level 2: 80%; Level 3: 82%) which are well above the latest NI average for all apprenticeships (Level 2: 61%; Level 3: 65%) and, they are well prepared for employment, with a majority (76%) of them progressing from Level 2 to Level 3.

Overall, the vehicle maintenance and repair apprenticeships make a significant contribution to the Department for the Economy's ApprenticeshipsNI programme and support the Economy Minister's priorities of creating good jobs, promoting regional balance, increasing productivity, and reducing carbon emissions.  However, a few key challenges remain to ensure that the provision continues to align with emerging technologies and effectively supports the Department's economic priorities.  These challenges include:

• continuing to promote the ApprenticeshipsNI programme to school leavers as an important pathway to good jobs and an exciting, fulfilling career that contributes to safer driving and decarbonisation through technological innovation;
• developing more effective strategies, at both sectoral and organisational levels, to address the persistent gender imbalance in vehicle maintenance and repair apprenticeships; and
• reviewing curriculum planning, including progression pathways, to ensure that more learners transfer or progress from traineeships to apprenticeships and, that Level 3 apprentices can progress to higher-level education programmes.

Examples of highly effective practice

1.   The training provider organisation demonstrated highly effective practice through its strong and sustained engagement with key industry bodies, including the British Standards Institute (BSI), the Institute of Automotive Engineer Assessors (IAEA), and WorldSkills, ensuring that training approaches remain current, rigorous, and aligned to industry standards.  Its longstanding role in hosting the local WorldSkills heats reflects a deep commitment to excellence and skills development.  This proactive involvement has a demonstrably positive impact on supporting apprentices to develop high-level, industry-leading competencies while contributing to the advancement of skills more widely across the local motor vehicle sector.

2.   The training provider organisation’s structured programme of regular workplace visits by the trainers, together with purposeful employer engagement, ensures that the curriculum remains closely aligned with current industry practices and evolving workforce needs.  This ongoing collaboration enables staff to maintain up-to-date vocational expertise and strengthens their understanding of employer expectations.  As a result, these strong partnerships underpin the organisation’s ability to deliver a responsive, relevant and high-quality apprenticeship programme that adapts effectively to industry developments and employer needs.

3.   The training organisation has well developed progression pathways from its Skills for Life and Work programme to apprenticeships, enabling learners, often with low levels of prior educational attainment and from disadvantaged backgrounds to access a sustained career path, including a good job, in the vehicle maintenance and repair sector.

Appendix 1: Charts and diagrams

Occupancy numbers for vehicle maintenance and repair apprenticeships by training organisation April 2026

Occupancy numbers for vehicle maintenance and repair apprenticeships by pathway April 2026

Colour coded map showing geographical spread of motor vehicle apprenticeships provision in April 2026. Red = Light vehicle repair level 2/3; Green = Body repair level 2/3; Blue = Heavy vehicle repair level 2/3.

Appendix 2: Quantitative Terms

In this report, proportions may be described as percentages, common fractions and in more general quantitative terms.  Where more general terms are used, they should be interpreted as follows:

                                    Almost/nearly all    -   more than 90% 

                                                     Most    -   75% - 90% 

                                              A majority    -   50% - 74% 

                              A significant minority    -   30% - 49% 

                                              A minority    -   10% - 29% 

                       Very few/a small number    -   less than 10%